Heckmondwike Primary School in West Yorkshire underwent an inspection from January 25 to 27, 2023, which resulted in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, alongside personal development and leadership and management. Behaviour and attitudes were deemed to require improvement, while early years provision was rated inadequate. This marked a significant decline from the previous inspection in November 2017, where the school was rated as good.
The inspection revealed that pupils at Heckmondwike Primary receive a poor standard of education, with a curriculum that fails to meet their needs, particularly for those with special educational needs and disabilities. Leaders have not ensured that staff are adequately trained to deliver the curriculum effectively, leading to poor achievement among pupils, including those in early years. A notable number of pupils with special educational needs receive their education in separate spaces, limiting their access to the full curriculum and hindering their development.
Despite the challenges in education quality, pupils are described as friendly, courteous, and welcoming. They generally behave well and appreciate the rewards for positive behaviour. Pupils report feeling safe and well cared for, with staff responsive to any issues that arise. However, the curriculum for personal development is poorly planned and does not adequately prepare pupils for life in modern Britain.
The inspection highlighted significant weaknesses in leadership, with senior leaders and governors failing to address the shortcomings of the school effectively. The lack of a well-structured and ambitious curriculum means that pupils do not benefit from a coherent educational experience. Many subject leaders lack the necessary time and support to ensure that pupils engage with a meaningful curriculum, and staff have not received relevant training to enhance their subject knowledge.
Assessment practices are inadequate, resulting in gaps in pupils' knowledge not being identified or addressed. Consequently, pupils struggle to retain what they have learned across various subjects. The provision for pupils with special educational needs is particularly poor, with leaders failing to accurately identify their needs or provide adequate support. Many parents express frustration over the lack of improvement in support for their children with special educational needs.
In early years, children do not receive an acceptable education, with staff interactions failing to support their development adequately. Although there have been some recent improvements, many weaknesses remain, leaving children unprepared for the transition to Year 1. Attendance is another area of concern, with a significant number of pupils persistently absent, further hindering their progress.
Leadership is described as weak, with governors not sufficiently challenging senior leaders to improve the school. They have not recognized the growing discontent among staff, who report excessive workloads. The safeguarding arrangements are effective, with accurate records and a strong culture of safety within the school.
To improve, the school must address the inadequate provision for pupils with special educational needs, develop a coherent curriculum that meets pupils' needs, and ensure staff receive the necessary training. Leaders must also enhance assessment processes to identify gaps in knowledge and improve attendance rates. The personal development curriculum requires significant improvement to prepare pupils for life in modern Britain. Overall, the inspection calls for urgent action to secure necessary improvements in the school.
